www.ijemst.com Determining the Factors That Affect the Objectives of Pre-Service Science Teachers to Perform Outdoor Science Activities Ersin Karademir 1, Sinan Erten 2 1 Eskişehir Osmangazi University 2 Hacettepe University To cite this article: Karademir, E. & Erten, S. (2013). Determining the factors that affect the objectives of preservice science teachers to perform outdoor science activities. International Journal of Education in Mathematics, Science and Technology, 1(4), 270-293. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
International Journal of Education in Mathematics, Science and Technology Volume 1, Number 4, October 2013, 270-293 ISSN: 2147-611X Determining the Factors That Affect the Objectives of Pre-Service Science Teachers to Perform Outdoor Science Activities Ersin Karademir 1*, Sinan Erten 2 1 Eskişehir Osmangazi University 2 Hacettepe University Abstract The purpose of this study is to determine whether pre-service teachers have an aim to perform outdoor education activities within the scope of science and technology course; by which factors this aim is affected, through The Theory of Planned Behaviour and the opinions of pre-service teachers. Accordingly, the study was designed as mixed research method. With the aim of defining the factors that affect the objectives of pre-service teachers to perform outdoor education activities within the scope of science courses, Outdoor Science Activities Performing Scale, improved by Karademir (2013) was used. The eventual scale was applied to 1513 pre-service teachers studying at science teaching department. Additionally, qualitative data obtained from pre-service teachers through structured interview forms were evaluated together with quantitative data. Providing diversity in method, this enhanced the explanatory features of the data. Key words: Outdoor science education, the theory of planned behaviour Introduction A teaching programme, expected to have a dynamic form, is a process including evaluation and it should not only be limited within the school but should also be used out of school (Pehlivan, 1998). In realizing the course objectives; as well as in-school education, regular learning activities that are expected to be accomplished must be conducted in order to enhance the learning experiences of individuals. These learning activities called as outdoor education activities refer to all planned, organized activities that are helpful in achieving the course objectives, organized within the context of the course and applied out of school (Karademir, 2013). According to Binbaşıoğlu (2000), outdoor activities are described as planned, programmed and regular studies carried out within the guidance of the teacher and the information of school management in order to develop students personality in relation to their interests and wishes and to the objectives of the in- school and out-school education. The aim of outdoor education is to change learning environment and by this way to improve the interest and success of students in science (Dori & Tal, 2000; Laçin-Şimşek, 2011). Besides positive effects of outdoor education activities, there are various factors to carry out activities (Karademir, 2013). Although experimental studies related to outdoor education are many, it is also essential to determine the variables that carrying out these activities depend on (Peleg & Baram-Tsabari, 2009; Siegel, 2007; Kısa-Tekkumru, 2008; Bozdoğan, 2007; Güler, 2011). Therefore, by using the theory of planned behaviour, it is aimed to determine how and depending on what outdoor education activities will come out. According to the theory of planned behaviour; in order for behaviour to come out, the intention towards behaviour should occur first (Ajzen, 1991; Knabe, 2012). The intention is under control of attitude towards behaviour, subjective norms and perceived behaviour control. That is, when an outdoor activity is desired to be performed in this way, the reasons of this will be defined. It is also important that relations of factors appeared with the theory of planned behaviour are in accordance with teachers opinions. * Corresponding Author: Ersin Karademir, eekarademir@gmail.com
IJEMST (International Journal of Education in Mathematics, Science and Technology) 271 The Theory of Planned Behaviour The theory of planned behaviour is a theory introduced by Ajzen (1985) and it has been used in various disciplines for long years. The purpose of the theory of planned behaviour (TPB) is to predict to what extent a particular behaviour will be performed or not. According to TPB, behaviours of individuals are under control of some factors and in order for a behaviour to come out, the intention towards that behaviour should be formed (Ajzen, 1991). And the intention is due to the difficulty or ease that the person concerning to perform the behaviour attributed to it; to his attitudes; and to the persons or institutions of importance for him (Teo & Lee, 2010). In short, according to this theory; if an individual evaluates a behaviour positively and thinks that social pressures of importance will support him to do that behaviour, he will have an aim to perform that behaviour and this aim will be effective in describing his behaviours (Ajzen, 1985; Kocagöz-Sayın, 2010). In beliefs part of the model are behavioral, normative and control beliefs; in base are attitude, subjective norm and perceived behavioral control, which form the basic part (core). Behavioral, normative and control beliefs help us to understand what directs the behaviour and what can support it. (von Haeften, Fishbein, Kasprzyk & Montano, 2001; Fishbein & Cappella, 2006). Behavioral beliefs consists a combination of perceived behavioral expectancy and assessment, and effective together in emerge of the attitude towards behaviour. Expressing the social pressure of external environment on the individual, normative beliefs are under control of personal motives and normative person, institution or organization; and these two express subjective norms. Control beliefs are the combination of the difficulty or ease of behaviour perceived by individual. These two together describe perceived behaviour control (Ajzen, 2006). Attitude towards behaviour, subjective norms and perceived behavioral control, affected by beliefs part of the model, explain together the intention towards behavior and also the behaviour itself, indirectly. When TPB model in figure 1 is closely examined, it is seen that peoples social behaviours are under control of certain factors, they stem from some certain causes and they come out in a planned way (Erten, 2000, 2002; Karademir, 2013). In order for behaviour to be performed by one, first Intention Towards Behaviour must be formed. Factors that affect Intention Towards Behaviour are Attitude Towards Behaviour, Subjective Norms and Perceived Behavioral Control (Bamberg & Schmidt, 1993). And these factors are influenced by Behavioral (attidual) Beliefs, Normative Beliefs and Control Beliefs. At the same time, these beliefs form the results of the behaviour- to- be- performed. With the effect of Intention Toward Behaviour, behaviours may be formed or change. That is, the behaviour is directly under control of Intention Towards Behaviour. Another factor that can directly affect the behaviour is Perceived Behavioral Control, but this is not true for every time or case. Intention Towards Behaviour is described by Attitudes Towards Behaviour, Subjective Norms and Perceived Behavioral Control. These factors are under the influence of beliefs as well (Erten, 2000). Figure1. The theory of planned behaviour model (Erten, 2000)
272 Karademir & Erten Explanatory Dimensions of the Theory of Planned Behaviour Attitude Towards Behaviour, in the theory of planned behaviour, the term attitude is seen as attitude towards behaviour. When looked at the context of related attitude, it is described with the personal evaluations of the outcomes mentioned in beliefs regarding the behaviour. Individuals believe that performing the related behaviour will lead them to some outputs or results (Fishbein & Ajzen, 1975; Ajzen, 1988, 1991; Ajzen, Timko & White, 1982). So, attitude is in relation to the outcome of the behaviour. The individual may adapt a positive attitude if he/she believes that the behaviour will produce a positive result or vice versa (Glanz, Rimer & Viswanath, 2008). In other words, it is the probable result of the behaviour that determines the behaviour. That is, the outcome feeds the behaviour (Baltaş, 2009). Subjective Norm describes the social pressure perceived towards behaviour. It is the combination of the expectations of people who are important for him and his desire to fulfill these expectations. Subjective norms, in short, reflect the socio-psychological evaluation of individuals to perform a behaviour and expresses the social pressure the individual feels on himself whether or not to perform a behaviour. That is, how the behaviour will be met by individual s social milieu is called subjective norm. If a person believes that reference groups which are important for him expect him to perform behaviour, he will feel a social pressure on himself to do so (Fishbein & Ajzen, 1975; Ajzen 1985, 1991). Perceived Behavior Control expresses how easy or difficult behaviour is for an individual. It is the estimation of individual s internal and external efficacy to perform a specific behaviour, and is also the combination of this competence and belief. Perceived behavioral control variable has a separate place in the model, therefore the route that perceived behavioral control follows towards behaviour emerges in a several different ways. The first of these, perceived behavioral control, describes the behaviour through the intention towards behaviour; and the second directly describes the behaviour without the mediation of intention towards behaviour (Ajzen 1985, 1991). Relationship Between the Theory of Planned Behaviour and Outdoor Science Education To gain awareness in science teaching, to increase students interests in science, to provide enriched science environments are among the primary tasks of science and technology teachers. Possible outdoor activities that can be carried out with this purpose have great importance in helping students to discover nature, to have social and concrete experiences (Griffin, 2004; Tal, Bamberger & Morag, 2005). It is essential to query due to what realization of these highly important outdoor activities are. Outdoor activities in science education depends so many factors; like difficulty of activities, their effects on students, the attitude and role of the person to do the activity, who demands the activities, etc. (Karademir, 2013).What factors are effective in determining these factors and outdoor learning activities can be identified through the theory of planned behaviour. Besides, it is very important to find out factors which play role in performing a behaviour and the factors that affect behaviour in pre-service teachers who will carry out activities must be put forward at first. Therefore, it is highly important to determine what factors are effective in this regard before performing outdoor learning activities. The theory of planned behaviour that will be used in identifying these factors emphasizes the importance of attitudes in performing behaviour; to what extent it is easy or difficult, how the person gets influenced by the people, institutions or organizations in performing activities (Karademir, 2013). The purpose of this study is to examine pre-service teachers behavioral purposes in performing outdoor activities by using the theory of planned behaviour and through the opinions of teachers. Accordingly, the prior purpose is to define pre-service teachers attitude towards the purpose of the behaviour, subjective norms and what perceived behavioral control variables are. The relations of these variables with behavioral purposes are evaluated together in order to determine the possibility of this behaviour to come out. In addition, through the opinions of pre-service teachers, factors that are effective in the occurrence of this behavioral purpose are defined. With regard to this purpose, following questions were searched for answers: 1. How, within the scope of science and technology lesson, should factors that affect pre-service teachers intentions to perform outdoor activities be defined through the use of the theory of planned behaviour? 2. How is the relation between pre-service teachers intentions to perform outdoor learning activities and subjective norm; perceived behavioral control and attitude towards behaviour? And what level these relations should be explained? 3. What are pre-service teachers ideas about the practicality of outdoor learning activities in science courses and effects of these activities on students?
IJEMST (International Journal of Education in Mathematics, Science and Technology) 273 Method Research Model This study was designed as mixed research method. Mixed research model is a method applied in collecting, analyzing and using data to mix with each other. And to figure out a research problem, qualitative and quantitative techniques are used together (Creswell, 2011; Creswell & Plano-Clark, 2011). Mixed research is a highly popular method in social sciences and is known itself as a research method (Hanson, Creswell, Creswell, Plano-Clark & Petska, 2005). In mixed method, in a single study that data is obtained synchronically or sequentially, qualitative and quantitative data is evaluated together both in collecting and analyzing data, and is related to each other (Creswell, Plano Clark, Guttmann & Hanson, 2003). In this study, a combination of data was applied by evaluating qualitative data with quantitative ones. From mixed patterns, Explanatory Sequential Design was preferred in this study. At this pattern, qualitative data is used as following and explaining quantitative data (Creswell, 2011). Through the use of evaluation scale developed regarding the theory of planned behaviour, quantitative data was obtained. Additionally, in order for practicality and results of outdoor activity to be determined constructed interview form was applied. The data obtained from this part was used in explaining qualitative data. Data Collection Tools 1. Outdoor science activities performing scale Within the context of the theory of planned behaviour, in order to determine pre-service teachers behaviour of performing outdoor activities, Outdoor science activities performing scale, developed by Karademir (2013) was used (see: Appendix-1). This scale is developed by certain rules of TPB. According to TPB; dimensions of scale is certain. Pre-studies for items are performed for each dimension of scale. In related scale, there are 50 items concerning both beliefs and basic part of model. Items about the basic part of model (attitude toward behaviour, subjective norm, perceived behavioral control and intention) are the same with pilot study and these dimensions have three item. So, reliability and validity studies are performed for beliefs part of model. For reliability; Croanbach alpha coefficient of the scale was determined as 0,897. While preparing the outline of the scale, three expert opinions were taken into consideration to provide validity. One of the experts is science educator and experienced on the TPB. Another expert is assessment specialist. Third one is science educator. After expert opinions, scale was arranged with Turkish Language expert. With factor analysis carried out during pilot study, the construct validity was provided and inappropriate clauses were eliminated. Factor weights of items that is under [0,30] are removed from scale. Remaining items and factor weights are given at the table 2. The scatter of items according to dimensions, during and following pilot study, is presented in table 1. It is seen at table 1; KMO and Bartlett s values are acceptable for analysis. KMO values between 0,80-0,90 is known as very good and acceptable for analysis (Akgül & Çevik, 2003). Table 1. KMO, Barlett and croanbach alpha values of each dimension during pilot study Dimensions of Scale İtems Items (before) (after) Croanbach Alfa KMO Barlett Behavioural Expectations 16 8,89,897 p<0,001 Behavioural Evaluations 16 8,90,901 p<0,001 Person, institutions or industries 8 7,85,802 p<0,001 Motivation 3 3 - - - Behavioural Difficulties 13 8,91,896 p<0,001 Behavioural Easies 14 8,95,932 p<0,001 2. Constructed Interview Form The expected values - -,70 and above Close to 1 p<0,001 Regarding the opinions of pre-service teachers, constructed interview form has been applied in order to find out the outcomes of activities for students (the reason of why they would like to perform outdoor activities when appointed as teachers) and the practicality of outdoor activity (the ease or difficulty of activity or for whom it will be used).
274 Karademir & Erten Table 2. Dimensions and factor values of the scale Factors of scale PBEx. PBEv. SN PBEa. PBD 1 Permanent learning occurs at students.660 2 Experiential learning occurs at students.620 3 Visual learning occurs at students.551 4 Students learn the information through concrete.750 experiences 5 Students gain direct experience.770 6 Students become aware of relationship science between.683 nature 7 Lessons will be reinforced better.561 8 Students become aware of their productivity..715 1 Occurring the permanent learning at students.483 2 Occurring experiential learning at students.771 3 Occurring the visual learning at students.779 4 Learning the students the information through concrete.643 experiences 5 Gaining the students direct experience.609 6 Being aware of relationship science between nature of.575 students 7 Being lessons reinforced better.732 8 Being aware of students productivity.643 1 Expectation of parents to do outdoor science activities from me.662 2 Expectation of Ministry of Education authorized to do outdoor science activities from me.471 3 Expectation of related institutions to do outdoor science activities from me.709 4 Expectation of other teachers to do outdoor science activities from me.715 5 Expectation of non-governmental organizations to do outdoor science activities from me.655 6 Expectation of municipality to do outdoor science activities from me.698 7 Expectation of school management to do outdoor science activities from me.721 1 Will be difficult by transportation impossibilities.719 2 Will be difficult by parents.860 3 Control of students is very difficult.541 4 Will be difficult by school management.620 5 Will be difficult by distance of institutions.841 6 If time is a problem it will be difficult.746 7 If accommodation and payment is problem it will be.723 difficult 8 Crowded classrooms will make activity so difficult.651 1 Will be easy by transportation possibilities.716 2 Will be easy by parents.626 3 Regular control of students is very easy.628 4 Will be easy by supporter school management.701 5 Will be easy by reachable distance of institutions.831 6 If there is enough time for activity it will be easy.730 7 If accommodation and payment is smooth it will be easy.608 8 Optimal student in classrooms will make easy.612 PBEx: Perceived Behavioural Expectation PBEv: Perceived Behavioural Evaluation SN: Subjective Norms PBEa: Perceived Behavioural Easies PBD: Perceived Behavioural Difficulties
IJEMST (International Journal of Education in Mathematics, Science and Technology) 275 Universe- Sample Sample Group (Pre-service teachers): Since this study has been conducted in all regions of our country, preservice teacher universe consists of all pre-service science teachers studying at all faculty of educations. Sample group, on the other hand, is formed out of 1513 pre-service teachers selected randomly from the universe. In related sample method, every unit in universe has equal and independent chance to be chosen as sample (Büyüköztürk et. all, 2010). Demographic features of the sample group are given at the table 3. Table 3. Demographic features of pre-service teachers Gender N % Region University N % Female 1145 75,7 Aegean Uşak Uni. 157 10,4 Male 368 24,3 Mediterranean Çukurova Uni. 186 12,3 Kastamonu Uni. 185 12,2 Black Sea Class Level N % AİBÜ 172 11,4 First Class 181 12,0 Marmara 18 Mart Uni. 224 14,8 Second Class 507 33,5 ESOGU 223 14,7 Inner Anatolia Third Class 576 38,1 Hacettepe Uni. 217 14,3 Fourth Class 249 16,5 Eastern Anatolia Yüzüncü Yıl Uni. 149 9,8 Total N % Total 1.513 100,0 1.513 100,0 Study Group: It is the group of 26 senior students studying at science teaching programme to whom constructed interview forms was applied in order to determine pre-service teachers perceptions of outdoor science activities and intentions towards behaviour. 26 pre-service teachers involved in this group study at a state university in Inner Anatolia Region. 16 of the students in the group are female and the remaining 10 are male. Analysis of Data Within structural equation modeling, model fit indexes of obtained data were found by calculating path values (path analysis). Data were classified with SPSS (Statistical Package for the Social Sciences) and analyzed with AMOS (Analyses of Moment Structures). Structural Equation Modeling (SEM) is a statistical technique used to test models in which there is a causal correlation between observed variable and latent variable, and it has multiple variables that is formed with the combination of analyses like variance, covariance analysis, factor analysis and multiple regressions. Structural equation modeling is especially used in such sciences as psychology, marketing, educational sciences, etc. to evaluate the relations between variables and to test models (Tüfekçi & Tüfekçi, 2006). Qualitative data of this study was analyzed using descriptive analysis technique. In this technique, data is summarized and interpreted under pre-determined headings. In related analysis, quoting directly from persons opinions from the sources of data will be useful in terms of the reliability of the study (Altunışık et. all, 2007).
276 Karademir & Erten Figure 2. AMOS Input of structural equation modeling formed according to TPB Figure 2 shows structured equation modeling formed according to TPB. In the context of this structure, data were uploaded to AMOS programme for structured equation modeling. In this model, there are six endogenous and five exogenous variables. Endogenous variables are normative, control and behavioral beliefs. That is, exogenous variables in beliefs part of the model are; the difficulty of behaviour, the ease of behaviour, motive toward subjective norm, persons- institution or organizations, behavioral expectation and behavioral evaluation. Each of these dimensions is measured with scale. Exogenous variables are explained through endogenous variables. These exogenous variables are perceived behavioral control, attitude towards behaviour, subjective norm, intention towards behaviour and behaviour. Path analysis technique was used with data uploaded to AMOS. Findings In this study, data has been collected from pre-service science teachers in two different ways. In the first part, by using the scale, quantitative data has been collected and analyzed. And in the second part, qualitative data has been collected from pre-service teachers by using interview forms. Both qualitative and quantitative data will be shared separately in this part. Quantitative Findings of Pre-service Teachers According to Table 4, showing outcomes of path analysis carried out with data belonging to pre-service teachers, fit values are found to be at the acceptable level (RMSEA=0,067, CFI=0,894). According to the results of obtained data moderate-level relation [r= 0.47] between perceived behavioral expectation and attitude towards behaviour; a low-level relation [r= 0.35] between perceived behavioral assessment and attitude towards behaviour was detected. The percentage of the two variables to explain the attitude towards behaviour is R 2 = 0,58. That is, %58 part of the attitude towards behaviour is disclosed by perceived behavioral assessment and behaviour expectations (behavioral beliefs). In terms of the purpose of the behaviour, subjective norm, perceived behavioral control and attitude towards behaviour explains % 80 of the intention. Additionally, while there is no significant correlation between the perceived behavioral control and the behaviour; a mid-level relation between the purpose towards behaviour and the behavior itself. While the relation between pre-service teachers intentions and attitudes to perform outdoor science activities is at mid-level [r= 0,55], a high-level relation [r= 0,70] is seen between the expectations of reference persons. What this means gets clear with the effect of the proposition that peoples, whom I care, expecting me to perform outdoor activities when I m appointed as teacher on I intend to do outdoor science activities to my students when I m appointed proposition. In other words, saying that I intend to do outdoor science activities when I m appointed as teacher stems from people, institutions and organizations of importance for pre-service teachers. When these persons, institutions and organizations are considered, we see propositions of school management [0,94] and related
IJEMST (International Journal of Education in Mathematics, Science and Technology) 277 institutions [0,54] under normative beliefs. It depends on school management s and related institution s demands whether or not pre-service teachers intend to carry out outdoor activities in the future. Table 4. Pre-service teachers structural equation model findings That the effect of attitude on behaviour is [r=0,55] means; I highly approve to carry our outdoor science activities with my students when I am appointed ; it has a mid-level effect on intending to do outdoor activities in science courses when I am appointed as a teacher. In other words, pre-service teachers approve of performing outdoor activities as well as intending to do these activities. That is, they show the intention of behaviour both through their own attitudes and through the persons, institutions and organizations that are important for them. That means pre-service teachers show intention towards behaviour under control of both attitudes and expectations of references. Additionally, no relation was detected between behavioral intention which is seen as the combination of the ease or difficulty of behaviour and both the intention and behaviour [r intention = - 0,07; r behaviour = 0,09; p> 0,05]. When examined within this respect, it is seen that behaviour is related only with the intention towards behaviour[ r= 0,47] and only a little part of the behaviour is explained[ R 2 =0,23]. In other words, pre-service teachers are under effect of both reference persons and personal attitudes considering performing outdoor science activities. But, it is seen that the probability of the intention towards behaviour to change into behaviour is low[ R 2 intention = 0,80; R 2 behaviour= 0,23]. Qualitative Findings of Pre-service Teachers According to the answers of interview form used for pre-service teachers, findings come out under two main themes. Categories and sub-themes belonging to each main theme are stated in Table 5. Also, it is presented through direct excerpts of pre-service teachers opinions.
278 Karademir & Erten Table 5. Themes, sub-themes and categories of qualitative findings Theme Sub-theme Category The results of performing outdoor learning activities for students Feasibility of Outdoor Education Activities Advantages for students Disadvantages for students Positive effects Negative effects Permanent learning Morale, motivation Gaining experience Hands-on learning Socialization Delay in curriculum Unsuitable for achievements Low application School management Students request Financial problems Shortage of parents Unsuitable for curriculum Findings of The results of performing outdoor learning activities for students Theme According to data obtained from pre-service teachers, the theme called the results of performing outdoor learning activities for students comes out under two sub-themes. According to these sub-themes, when preservice teachers want to do an outdoor activity, this has both advantages and disadvantages for students. Some of participants opinions concerning these advantages and disadvantages are as in following: Researcher: What kind of advantages will an outdoor science activity provide for you or your students? Participant 13: I think outdoor activity will increase student s curiosity and also will make permanent learning possible. Researcher: What kind of problems can you or your students have in carrying out an outdoor science activity? Participant 13: In my opinion, the main problem is the lack of time and to fail to make sure that every student takes part in activities. Researcher: What kind of advantages will an outdoor science activity provide for you or your students? Participant 23: Since it provides students to get information through direct experiences, teaching-learning process becomes more efficient. It gives students the opportunity for a more enjoyable teaching-learning process. When considered for teachers, seeing that they take part in student s efficient learning will make them happy and peaceful. Participant 19: Of course I would like to organize such activities. I find them very useful. The reason is that the more activities are related to courses, the better subjects are learnt and objectives are realized. Apart from their contribution to me and my students about courses; they also provide motivation, interest in subjects and consciousness of organization. Researcher: What kind of problems can you or your students have in carrying out an outdoor science activity? Participant 23: In remote villages, besides transportation and financial burden, the attitudes of families may be problem as well. But, none of these is an obstacle for a good and idealistic teacher. For instance, if desired, photos and video records taken at previous experiences may help us to overcome this trouble. Findings of Feasibility of Outdoor Education Activities Theme The opinions of pre-service teachers about what positive or negative factors they may be exposed to when they want to perform outdoor science activities are shared within this theme. Their opinions about the related theme are as in following: